CHAPTER 6
Week 1
Homework for the Week
• Monday 11/4
• Chpt 6 248-254
• Tuesday 11/5
• Chpt 6 255-261
• Prep for in class essay
• Chapter 5 test corrections at lunch and after school
• Wednesday 11/6
• Prep for in class essay
• Chapter 5 test corrections at lunch and after school
• Thursday 11/7
• Test review at lunch
• Friday 11/8
• Chpt 7 264-267
Agenda: Monday 11/4
•
•
•
•
•
•
•
•
Chapter 5 Test Discussion
Finish Optical Illusions
2nd Period - 9:45 am
4th Period – 11:35 am
6th Period – 1:55 pm
Nov. 7th
1st Period – 8:10 am
5th Period – 1:20 pm
• Monday 11/4
• Chpt 6 248-254
• Tuesday 11/5
• Chpt 6 255-261
• Prep for in class essay
• Chapter 5 test corrections at
lunch and after school
• Wednesday 11/6
• Prep for in class essay
• Chapter 5 test corrections at
lunch and after school
• Thursday 11/7
• Test review at lunch
• Friday 11/8
• Chpt 7 264-267
Muller-Lyer Illusion: 1st Period
Illusions provide good examples in
understanding how perception is organized.
Studying faulty perception is as important as
studying other perceptual phenomena.
Line AB is longer than line BC.
Perceptual Organization:
Grouping Principles
 Gestalt
grouping
principles are at
work here.
Perceptual Organization: Gestalt
 Grouping
 the perceptual tendency to organize
stimuli into coherent groups
 Grouping Principles
 proximity--group nearby figures together
 similarity--group figures that are similar
 continuity--perceive continuous patterns
 closure--fill in gaps
 connectedness--spots, lines, and areas are seen as unit when
connected
Grouping
After distinguishing the figure from the ground,
our perception needs to organize the figure into
a meaningful form using grouping rules.
Law of Proximity
The Law of Similarity
The Law of Continuation
Perceptual Organization: Closure
 Gestalt
grouping
principles are at
work here.
The Law of Closure
Perceptual Organization
 Figure and Ground--organization of the visual field into
objects (figures) that stand out from their surroundings
(ground)
Goblet or Faces?
Faces or Vases?
Perceptual Organization:
Depth Perception
 Depth Perception
 ability to see objects in three dimensions
 allows us to judge distance
 http://www.youtube.com/watch?v=p6cqNhHrMJA
Perceptual Organization: Depth Perception
Illusory Depth
Perceptual Organization: Depth Perception
Illusory Depth
Explanation
Binocular Cues
Convergence: Neuromuscular cues. When two
eyes move inward (towards the nose) to see near
objects and outward (away from the nose) to see
faraway objects.
Monocular Cues
Relative Size: If two objects are similar in size, we
perceive the one that casts a smaller retinal image
to be farther away.
Perceptual Organization: Depth Perception --
Relative Size
Interposition
closer object blocks distant object
Interposition
Relative clarity
hazy object seen as more distant
Perceptual Illusions
Agenda: Monday 11/4
• Inspiration of the day:
•
http://www.youtube.com/watch?v=sbidTN9IyY&feature=youtu.be
• Finish Illusions
• The Five Senses Together
• Activity Time!
• Monday 11/4
• Chpt 6 248-254
• Tuesday 11/5
• Chpt 6 255-261
• Prep for in class essay
• Chapter 5 test corrections at
lunch and after school
• Wednesday 11/6
• Prep for in class essay
• Chapter 5 test corrections at
lunch and after school
• Thursday 11/7
• Test review at lunch
• Friday 11/8
• Chpt 7 264-267
Monocular Cues
Texture Gradient: Indistinct (fine) texture signals
an increasing distance.
Aerial Perspective
Tall Arch
Rick Friedman/ Black Star
In this picture, the
vertical dimension
of the arch looks
longer than the
horizontal
dimension.
However, both are
equal.
Monocular Cues
Relative motion: Objects closer to a fixation point
move faster and in opposing direction to those
objects that are farther away from a fixation point,
moving slower and in the same direction.
Monocular Cues
Linear Perspective: Parallel lines, such as railroad
tracks, appear to converge in the distance. The
more the lines converge, the greater their
perceived distance.
Perceptual Organization: Depth Perception
Perspective Techniques
Linear Perspective
Relative Brightness
Light and Shadow: Nearby objects reflect more light into
our eyes than more distant objects. Given two identical
objects, the dimmer one appears to be farther away.
In or Out?
Motion Perception
Motion Perception: Objects traveling towards us
grow in size and those moving away shrink in size.
The same is true when the observer moves to or
from an object.
Apparent Motion
Phi Phenomenon: When lights flash at a certain
speed they tend to present illusions of motion.
Neon signs use this principle to create motion
perception.
lights to
flashing
one
after the
other.
One light jumping from Two
one point
another:
Illusion
of motion.
Video (first 1 min only): http://www.youtube.com/watch?v=urwAYd0XvGc
The 5 Senses Together
• http://www.ted.com/talks/jinsop_lee_design_for_all_5_senses.h
tml
• Activity:
• Sit with a partner
• Food Item #1:
• Eyes open, Nose plugged, eat half.
• Eyes open, Nose unplugged, eat second half.
• Thoughts?
• Food Item #2:
• Eyes closed, Nose plugged, eat half.
• Eyes closed, Nose unplugged, eat second half.
• Thoughts?
• Food Item #3:
•
•
•
•
Eyes closed, Nose plugged, eat item.
Eyes open, Nose plugged, eat second item.
Eyes open, Noes unplugged, eat third item.
Thoughts?
(If time) Essay Prep
#1 At a school wide rally preceding homecoming at Mountain View High School,
each grade has a designated t-shirt color and seating area in the bleachers.
Student leaders organize classes so that their colored shirts combine to form the
school flag. The coach gives an exciting speech, the cheerleaders perform a
routine, and the band plays the school song while the students sing in unison.
• Explain the behavior and perceptions of the participants in the rally using the concepts below.
Be sure to apply the concepts to the scenario in your explanation.
• Cocktail party effect, Conformity, Deindividuation, Figure ground, Occipital lobe, Procedural memory,
Sympathetic nervous system
#2 Charlie is out in his yard playing baseball with his friends one sunny afternoon
when a ball hits him in the knee. Discuss how each of the following components
would affect Charlie’s sensation and/or perception of this experience:
• Improper functioning of the visual system, Binocular depth cues, Attention, Reflexive reaction
in the spinal cord, Gate-control theory of pain, Neurotransmitters, Sensory adaptation
#3 A. The roots of varied states of consciousness – sleep, hypnosis, and the effects
of drug use – have long been debated among theorists in psychology. Some argue
that these varied states have cognitive or psychodynamic roots. Others argue the
roots of these states lie in the biological mechanisms of the brain and nervous
system. Discuss these alternate points of view regarding the causes/purposes of
each of the following varied states of consciousness: Sleep and dreams, Hypnosis,
The effects of psychoactive drugs
• B. Discuss how the experimental process has been and/or is being used to
explore the causes of any two of the above phenomena.
Agenda: Block Day 11/6 & 11/7
• Teacher Evaluation Surveys:
• Nov 6th
• 2nd Period - 9:45 am
• 4th Period – 11:35 am
• 6th Period – 1:55 pm
• Nov. 7th
• 1st Period – 8:10 am
• 5th Period – 1:20 pm
• Essay General
Considerations
• In class essay: 25 Min
• Grading Rubric
• Monday 11/4
• Chpt 6 248-254
• Tuesday 11/5
• Chpt 6 255-261
• Prep for in class essay
• Chapter 5 test corrections at
lunch and after school
• Wednesday 11/6
• Prep for in class essay
• Chapter 5 test corrections at
lunch and after school
• Thursday 11/7
• Test review at lunch
• Friday 11/8
• Chpt 7 264-267
Writing Instruction
• On block day of next week you will be given one of three essay prompts to
write on for 25 minutes.
• Helpful hints:
• Find the directive words:
• Words like "identify," "describe," and "define" require straightforward definitions or examples
that define the concepts.
• Words like "explain," "analyze," and "discuss" require extended application of the information
to the situations or contexts within the question.
• Students should use different terms than those found in the question prompt to
answer the question. Simply parroting the question's language is usually not a
sufficient demonstration of a student's knowledge.
• Use a separate paragraph for each concept addressed in the question. That will help
readers find answers more efficiently.
• Avoid lengthy introductions. It is not necessary to repeat the stem of the question.
• Outlines cannot be graded. Stress that students should write in complete sentences
and in paragraph form.
• Your essay will be graded in class using a scoring rubric
• Write in pen
• Put your student ID # on the essay, NOT your name!
General Considerations
Answers must be presented in sentences, and sentences must be cogent
enough for students’ meaning to be apparent. Spelling and grammatical
mistakes do not reduce students’ scores, but spelling must be close enough so
that the reader is convinced of the word intended.
Within a point, students will not be penalized for misinformation unless it
directly contradicts correct information that would otherwise have scored a
point
Students can score points only if information is presented in context. This
means that they must clearly convey which part of the question is being
answered.
Throughout the essay, definitions alone without application are not sufficient to
score points, but definitions can establish and/or enhance the context for the
example.
Because definitions alone do not score, if a student provides an incorrect
definition but a correct application, score the point based on the application.
Every point requires students to relate their answers to the scenario.
1.
2.
3.
4.
5.
6.
1.
7.
For example, in prompt 1, the scenario is not limited to the pep rally. The application could
include experiences related to the various participants or activities that occur before, during
or after the pep rally (football game, practice, etc.). Context may be established by using
words such as “student/students,” “participants,” “the event,” etc.
Examples provided for each of the following points are not to be considered
exhaustive.
Prompt #1
• At a school wide rally preceding homecoming at Mountain View
High School, each grade has a designated t-shirt color and
seating area in the bleachers. Student leaders organize
classes so that their colored shirts combine to form the school
flag. The coach gives an exciting speech, the cheerleaders
perform a routine, and the band plays the school song while
the students sing in unison.
• Explain the behavior and perceptions of the participants in the rally
using the concepts below. Be sure to apply the concepts to the
scenario in your explanation.
•
•
•
•
•
•
•
Cocktail party effect
Conformity (pgs 560-562)
Deindividuation (Pg. 568)
Figure ground
Occipital lobe
Procedural memory (aka long term, implicit memory, pgs. 302 & 310)
Sympathetic nervous system
Prompt #2
• Charlie is out in his yard playing baseball with his friends
one sunny afternoon when a ball hits him in the knee.
Discuss how each of the following components would
affect Charlie’s sensation and/or perception of this
experience:
• Improper functioning of the visual system
• Binocular depth cues
• Attention
• Reflexive reaction in the spinal cord
• Gate-control theory of pain (pg 250)
• Neurotransmitters
• Sensory adaptation
Prompt #3
• A. The roots of varied states of consciousness – sleep,
hypnosis, and the effects of drug use – have long been
debated among theorists in psychology. Some argue that
these varied states have cognitive or psychodynamic roots.
Others argue the roots of these states lie in the biological
mechanisms of the brain and nervous system. Discuss these
alternate points of view regarding the causes/purposes of each
of the following varied states of consciousness:
• Sleep and dreams
• Hypnosis
• The effects of psychoactive drugs
• B. Discuss how the experimental process has been and/or is
being used to explore the causes of any two of the above
phenomena.
Agenda: Friday 11/8
• Chapter 6 Test
• Monday 11/4
• Chpt 6 248-254
• Tuesday 11/5
• Chpt 6 255-261
• Prep for in class essay
• Chapter 5 test corrections at
lunch and after school
• Wednesday 11/6
• Prep for in class essay
• Chapter 5 test corrections at
lunch and after school
• Thursday 11/7
• Test review at lunch
• Friday 11/8
• Chpt 7 264-267